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Academic resiliency and the post-secondary choices of Mexican American and non-Hispanic white students

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dc.contributor.authorTrujillo, Malinda E., author
dc.contributor.authorChavez, Ernest, advisor
dc.contributor.authorDeffenbacher, Jerry L., advisor
dc.date.accessioned2024-03-13T20:28:02Z
dc.date.available2024-03-13T20:28:02Z
dc.date.issued2008
dc.description.abstractThis study examined the factors that contribute to the college attendance of dropouts, at-risk students, and control students. Research on dropouts and at risk in-school students typically tends to focus on the factors that inhibit their academic success. Concentrating on risk factors overshadows what might be gained by studying students who are academically successful despite the obstacles and risk factors (Arellano & Padilla, 1996). The academic resiliency literature has shown that a student's academic success depends in part on the "goodness of fit" between contextual events (the family and school environments) and their adaptive resources such as personal attitudes and external support systems (Alva & Padilla, 1995). The purpose of this study is to evaluate whether the environmental and personal resources which foster the academic success of Mexican American and Non-Hispanic White high school students and dropouts also foster their decision to attend a postsecondary school. The variables of interest included are parental social support, parental involvement in school activities, peer social support, peer school engagement, and student school engagement. Results were analyzed using logistic regression. Using logistic regression the log-odds of attending a post-secondary school were regressed on peer social support, peer school engagement, parental support, parental involvement, and student school engagement. In this way, the odds of attending post-secondary school as a function of the predictors of interest and relevant control variables were assessed. The results were discussed from an intervention framework.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Trujillo_2008_3332768.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237996
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectacademic resiliency
dc.subjectacademic success
dc.subjectdropouts
dc.subjectMexican-American
dc.subjectnon-Hispanic
dc.subjectpostsecondary
dc.subjectprotective factors
dc.subjectresiliency
dc.subjectwhite students
dc.subjecteducational psychology
dc.subjectclinical psychology
dc.subjectethnic studies
dc.subjectHispanic American studies
dc.subjectacademic achievement
dc.subjectsecondary schools
dc.subjectcollege students
dc.subjectwhite people
dc.titleAcademic resiliency and the post-secondary choices of Mexican American and non-Hispanic white students
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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